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THEME 6: Animal Adventures 177
Animal Adventures
E N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O RE N G L I S H L A N G U A G E D E V E L O P M E N T L E S S O N S F O R
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Animals on the MoveOur stories this week are about all
kinds of animals. Some of them are real,
and some of them are make-believe. Today,
let’s talk about some real animals.
Display the poem “Amazing Animals”
on chart paper. Read the title and
have children guess what animals they will
hear about. Read the poem through twice.
Then have children name the animals.
Distribute the ELL Picture-Word Cards. Ask
children to tell what each animal looks like.
Animals come in different
shapes. They also move in different
ways. Let’s think about how animals move.
Have children say how a rabbit moves. Call on
children to mimic a rabbit hopping. Have chil-
dren watching say: A rabbit hops. Then continue in the same way with other ani-
mals—snake/slides, bug/creeps, worm/wiggles, horse/gallops, turtle/crawls,
frog/jumps. As needed, suggest the movement words. Encourage children to give
their own alternatives, too.
Have an animal parade around the classroom. Have children
line up behind a leader. The leader chooses an animal and
moves as it does. The other children mimic the leader. Have several different chil-
dren take the role of the leader. Children can hold up ELL Picture-Word Cards to
show which animal they have chosen.
MO
VE
LIST
EN
THEME 6: Animal Adventures
Week 1
Vocabularyanimals, ant, elephant, turtle
Materials• chart paper• ELL Picture-Word Cards
snake, horse, ant, frog,elephant, mouse, bee(See Master ELL 6–3.)
• Masters ELL 2–4, 3–2,4–6, 5–9(See these for more animalpicture cards.)
Which animal isbigger, an elephant oran ant? Name the ani-mal you liked best inour parade. Show howit moves.
What is the nameof an animal thathops? What is thename of a long, thinanimal? Show how itmoves.
What was yourfavorite animal in ourparade? Why? Choosean animal. Tell a part-ner how it moves.
Grade 1 Theme 6: Animal Adventures Language Development ELL 6–1
Amazing Animals
Master ELL 6–1 Theme 6/Week 1
Animals come in so many shapes.
They really do amaze us.
Some of them are as small as grapes;
Others are bigger than a bus.
Tall giraffe and tiny ant,
Rabbit, turtle, or elephant —
Long and thin, big ears or small,
Each one is special.
We like them all!
Name
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Master ELL 6–1
Get Set for ReadingCD-ROMThe Sleeping Pig
Education Placewww.eduplace.comThe Sleeping Pig
Audio CDThe Sleeping PigAudio CD for AnimalAdventures
LANGUAGE DEVELOPMENT 15–20 MINUTES
Animal Parade
THEME 6: Animal Adventures178
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Fox, Alligator, and RabbitTeacher Read Aloud, Teacher’s Edition pages T30–T31
Display page T31. Explain that this illustration goes with a story called Fox,
Alligator, and Rabbit. Rabbit wants to cross a river. But Alligator is in
the river. He is waiting to eat Rabbit. Rabbit asks Fox for help. Fox goes to
eat porridge at Alligator’s house. How will this help Rabbit? Tell children
to think about this problem when they listen later.
Blending Long o and Long u WordsLead a picture walk through Duke’s Gift. Show children a real bone. Write the
word bone. Let’s say all the sounds in bone. Model: /b/ /o/ /n/.
Explain the long o sound. Circle the o in bone. What is the name of this
letter? The name is o. The sound is also /o/. Help children see the CVCe pattern
in bone. Tell children when there is an e at the end of a word, the vowel sound
in that word will often be a long vowel sound. Use the words not/note and
hop/hope to show how the vowel sound changes. Explain that the words go and
no also have the long o sound. Help children see the CV pattern.
Repeat for the long u sound. Begin with Duke. Then use hug/huge and
cut/cute. Help children hear the two sounds for g as well as the vowel change.
Preview one or all of Practice Book pages 53–56. Read the directions and com-
plete one or two exercises per page with children.
Skill ObjectiveChildren match the long osound with CV and CVCe pat-terns and the long u soundwith the CVCe pattern.
Materials• Phonics Library selection
Duke’s Gift• a real bone, or cardboard
bone cut-out• Practice Book
pages 53–56• index cards with the words
rope, stone, globe, hose,nose, mule, flute, tube,cube, huge
LITERATURE FOCUS 10–15 MINUTES
SKILL FOCUS: PHONICS 10–15 MINUTES
Display the indexcards from Materials.
Raise your handif you hear /o/. Readeach word. Repeatwith the long u sound.
Hand out the cardsfrom Materials. Sayeach word. Whohas the word? Showand read it. Do youhear long o or long u?
Distribute the cardsfrom Materials. Saythe long o or the longu sound. Children whohave a word with thatsound call out theword.
THEME 6 WEEK 1 DAY 1 179
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When We Need HelpReread these sentences from Fox, Alligator, and Rabbit: Rabbit decided to ask
Fox for help.“Fox, you are the cleverest of all creatures. Will you help me cross
the river?” Rabbit needed Fox’s help. Sometimes we need help, too. Let’s
talk about those times.
Begin a discussion about situations in which people might need to ask
for help. Describe different situations, such as I got lost once. I didn’t
know which way to go. I saw my mail carrier. She knows all the streets in the
neighborhood. I asked her for help. Have children suggest the words you could
have used to ask the mail carrier for help, such as “Can you please help me? I
am lost.”
Have children tell about or pantomime other situations that call for
someone’s help, such as being sick in school, getting hurt on the play-
ground, losing a house key, and so on. Help them identify appropriate people to
ask for help, such as the school nurse, teacher, neighbor, police officer. Use the
ELL Picture Cards as prompts if necessary.
Have partners role-play situations in which they need help. Have
them identify who they are asking for help, using the ELL Picture
Cards if appropriate. Help them begin their request with Can you please help
me? Remind them that they need to say what the problem is. Observe children
and coach them to be specific in saying why they need help.
MO
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SPEA
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Vocabularyhelp, lost, neighbor, teacher,other community helpers children mention
Materials• pictures of community
helpers• ELL Picture Cards
nurse, doctor, firefighter,teacher(See Master ELL 2–2.)
THEME 6: Animal Adventures WEEK 1
Beginning/PreproductionSee Master ELL 6–1.
Show a timewhen you have neededhelp. Who helped you?Name a person youcould ask for help inour school.
If you were sickin school, who wouldyou ask for help? Tell how you would ask for help if you lost your backpack.
Why is a policeofficer a good personto ask for help? Whatpeople in our schoolcan help you?
Display “Animals.” Read italoud once. Have childrenrepeat each line after you.Then read the poem again.Focus on the word small.Ask: What are some smallanimals? Offer prompts asneeded: Is a bee small? Is amouse small? Encouragechildren to respond with thepatterns: A bee is small. Amouse is small. After thegroup has named severalsmall animals, have themlook around the classroomand identify small items. Helpthem use the pattern above.
LANGUAGE DEVELOPMENT 15–20 MINUTES
Help Me
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Get Set to ReadHow to Wake a Pig, Anthology pages 130–131
Read the title aloud with children. Let’s read these words from the story
The Sleeping Pig. Look for letters you know and blend the sounds to read each
word. Read the sentences with children, tracking the print.
The Sleeping PigPages 133–137: Help children see what the problem in the story is. Celina
finds a huge pig in the watermelon patch. What problem does she have?
Pages 138–145: Name each animal. Tell how it tries to wake the pig.
Pages 146–151: How will the cricket wake the pig? How does Celina feel?
High-Frequency Wordsfound, morning, out, shout
Display The Sleeping Pig. Read the first page. Look at the picture. What
time of day is it? Write and read, It is morning. Point to Celina. This is
Celina. What did Celina find? Write and read, Celina found a pig. What
did Celina do? Write and read, She began to shout. Get out, pig! Get out! Circle
the words morning, found, shout, and out in the sentences. Read the sentences.
(Keep these sentences for later use.)
List the four words you have circled. Discuss the letters in the words. Point to
the ou in found, shout, and out. Clap and spell each word with children.
Skill ObjectiveChildren read new high-frequency words found,morning, out, shout.
Materials• Anthology selection
The Sleeping Pig• word cards found, morning,
out, shout• chart paper
LITERATURE FOCUS 10–20 MINUTES
SKILL FOCUS 10–15 MINUTES
Pass the word cardsaround the group. Listand read each word.
Find the word___. Help childrenlocate the word usingindividual letters.
Read the sentencesabove. Cover the fourhigh-frequency words.Hand out the wordcards. Findand say the missingword. Repeat the sentence together.
Display the word cards.Cover the four wordsin the sentencesabove. Ask a child to read a sentence,filling in the blank.Have another child find the card.
THEME 6 WEEK 1 DAY 2 181
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Words with Similar MeaningsOne of our stories this week is about a huge pig that just won’t wake up.
Repeat the word huge. What is another word that means the same as
huge? Tell children that big and large are words that mean the same as huge.
Today we will talk about words that mean the same thing.
Tell children to listen as you say pairs of sentences. Have them listen for
two words that mean the same thing. Hold up the ELL Picture-Word Card
showing a mouse. A mouse is small. A mouse is little. The words small and
little mean the same thing. Use the elephant Picture-Word Card to introduce
huge, big, and large. Hold up the other animal cards. Have children describe
each one with a different synonym. Then use the following sentences to intro-
duce other synonym pairs: I’m scared (afraid) of the dark. She is glad (happy)
you are here. The fast (quick) runner won a prize.
Now read just one of the sentences in a pair from above. What
word means the same as ___? Repeat the sentence with the synonym.
Encourage children to name other synonyms if they can.
Work with individual pairs as the other children listen.
Whisper one of the words introduced above to one of
the partners. Have him or her repeat it aloud. The other partner should say
the synonym.
SPEA
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LIST
EN
Give children the ELLPicture-Word Cards.
Show an animalthat is small. Sayanother word thatmeans “small.”Repeat for huge.
What is one wordthat means the sameas huge? Tell anotherword for glad.
What is anotherway to say A mouse islittle? What kind ofwords did we talkabout today?
Vocabularyhuge, big, large, small, little,tiny, other synonyms
Materials• ELL Picture-Word Cards
elephant, mouse, ant, bee, frog(See Master ELL 6–3.)
Beginning/PreproductionSee Master ELL 6–1.
Display the poem “Animals.”Read it aloud once again,tracking the print. Then say:The poem says every animalis special. Let’s talk aboutwhat is special about anelephant. Show the ELLPicture-Word Card of anelephant or a color picture ofone. Ask: What size is anelephant? Is it big or small?What color is an elephant?What kind of ears does ithave? What kind of nose does an elephant have? Does any other animal looklike an elephant? Thenreread the poem.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 1
It’s the Same
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High-Frequency Wordsby, climb, show
Display The Sleeping Pig. List the high-frequency words found, morning, out,
shout. Reread the sentences from Day 2: It was morning. Celina found a pig. She
began to shout. Get out, pig! Get out!
Tell the story, using the pictures and simplified language. Continue the version
you began on Day 2, using these sentences. Write each sentence, circling the
words by, show, and climb.
The animals tried to show Celina how to get the pig to climb out.
A coyote came by and howled. A mule came by and pushed.
A rabbit came by and hopped. A snake came by and pulled.
A cricket came by. The cricket sang to get the pig out.
The pig decided to climb out of the patch.
Act out the story. Assign each child a role. Narrate for them. Then list the words
by, show, and climb. Clap and spell each word with children.
Review the Practice Book pages, or help children complete them if they
have not already done so. Use page 59 for more practice. Read the correct
sentence for the first picture: You do not have to shout. Look at the
two sentences. Find the word shout. Point to it. Read the sentence. Repeat
for the other pictures.
Skill ObjectivesChildren• review the words found,
morning, out, shout• learn to recognize the
words by, climb, show
Materials• sentences from Day 2 skill
lesson• Practice Book pages 58
and 59• word cards by, show, climb,
found, shout, out, morning
Hand out the wordcards by, climb, andshow. Read the sen-tences above. Havechildren hold up theircard and say the wordwhen they hear it.
Display the sevenword cards. Coverthese words in thesentences above. Aska child to read, fillingin the word. Haveanother child pick outthe word card.
Display the sevenword cards. Ask pairs of children tolook through TheSleeping Pig to findthe seven words.
SKILL FOCUS 15–20 MINUTES
Phonics LibraryAnimal AdventuresEach selection offers childrenopportunities to practice andapply phonics skills and high-frequency word knowledgeduring the week.
THEME 6 WEEK 1 DAY 3 183
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ClassifyingRead page 142 of The Sleeping Pig while children look at the art on pages 142
and 143: A rabbit came by and said, “I will get Mrs. Pig out of the patch for
you.” The rabbit began to hop and hop. But huge Mrs. Pig went on sleeping.
The rabbit and the pig are alike because they are both animals. They both
have four legs, too. But the rabbit has fur and the pig does not. Let’s think
about how different animals look.
Have available pictures of many different kinds of animals. Use magazine
cutouts, the ELL Picture-Word Cards, or other picture cards. Help children
name the different animals and talk about them.
Now we are going to look at the animals to see how they are the
same. First, let’s find all the animals that have four legs. As children
respond, coach them to use the pattern A ___ has four legs. Continue in a
similar way to have children classify animals by these attributes: two legs, no
legs, four legs, fur, feathers, wings. Encourage children to use the response
pattern above. Use self-sticking notes to build lists of animal names in each
category. Use the ELL Picture-Word Cards leg and wing to make sure children
understand these words.
To sum up, use the lists you made to review with children
which animals fall into each grouping. Point to animal names
that appear on more than one list. Help children realize that some animals can
belong in more than one group.
LO
OK
SPEA
K
Vocabularyfur, feathers, legs, wings,same
Materials• Anthology• magazine pictures of
animals• self-sticking notes• ELL Picture-Word Cards for
week(See Master ELL 6–3.)
• Masters ELL 2–4, 3–2,4–6, 5–9(See these for more animalpicture cards.)
Beginning/PreproductionSee Masters ELL 6–1 and 6-3.
Reread “Animals.” Havechildren echo each line.Distribute the ELL Picture-Word Cards from Day 1. Ask:Which animal is taller, agiraffe or a horse? Say: Yes. Agiraffe is ___. Have childrensupply taller. Draw the headof a rabbit. Show the elephantpicture card. Say: A rabbit hasbig ears. But an elephant’sears are ___. Have childrensupply bigger. Display the beeand ant picture cards. Repeatto obtain the responsesmaller. Continue with othercards as time permits.
Give children some orall of the ELL Picture-Word Cards. Show two animals thathave four legs. Showtwo animals that aresmaller than a horse.
What is an ani-mal that has fourlegs? Does a bird have fur or feathers?Choose two animals.Tell how they are the same.
How are a dogand a cat the same?What can you tell meabout a bear? Telleverything you know.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 1
Group Them
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The Sleeping PigRead aloud the Selection Summary for The Sleeping Pig (Master ELL 6–2). Ask
children to retell the story as you display the Anthology for them. Encourage
them to tell how each animal tries to solve Celina’s problem. Then ask:
1. Why does Celina want Mrs. Pig to move? (She wants to pick the watermelons.)
Tell how one or two of the animals tried to move Mrs. Pig. (Answers will vary.)
2. Choose your favorite picture. Tell what is happening. (Answers will vary.)
3. Why do you think Mrs. Pig wakes up when she hears the cricket?
Final ft, lk, ntLead a picture walk through Legs Gets His Lunch. Point to the plant. What
is this? The spider is climbing on the plant. What will he use to spin his web?
He will use soft silk. Write plant, soft, and silk. Say them together.
Circle nt, ft, and lk in the words. Write the three letter pairs. Make each
ending sound. Then say the word. Model with nt. Have children repeat /n/, /t/,
plant. Ask children to notice the shape of their mouths as they say each sound.
Display the ELL Picture-Word Card ant. Say the word ant slowly. Point to lk, ft,
nt. Ask children which of those they hear in ant. Write ant and say it again
together. Repeat for raft and milk, drawing simple sketches for each.
Review Practice Book page 57, or complete it with children. Help children
read each sentence aloud and choose the correct word.
Skill ObjectiveChildren identify words ending in ft, lk, and nt.
Materials• Phonics Library selection
Legs Gets His Lunch• Practice Book page 57• index cards with ft, lk, nt,
f, t, l, k, n, t• ELL Picture-Word Card
ant(See Master ELL 6–3.)
SKILL FOCUS: PHONICS 10–15 MINUTES
LITERATURE FOCUS 10–20 MINUTES
Language Transfer SupportChildren who speakVietnamese, Chinese, oranother Asian language mayneed additional practice withthe lk cluster. Focus attentionon the position of the tonguewhen making the l sound, bothby itself and within the cluster.
Hand out the ft, lk, ntcards. Say a word, fol-lowed by the final twosounds (ant, /n/ /t/).
Who has thesesounds? Hold up that card.
Hand out a letter cardto each child. Sayeach cluster. Ask children to make thecluster. Say ant, raft,milk. Which wordhas (ft)? Repeat foreach cluster.
Hand out the lk, ft,and nt cards. Say antand write a. Ask thechild with the correctcluster to add the let-ters and read theword. Repeat for otherwords from the lesson.
THEME 6 WEEK 1 DAY 4 185
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Pulling It All Together This week we have read two stories about make-believe animals. We have
also talked a lot about real animals. Let’s have another animal parade to cele-
brate our week’s work on animals.
Tell children that in this parade they will pretend to be any animal they
like. Hand out the ELL Picture-Word Cards to help children choose an
animal. Encourage them to think of other animals as well. Explain that children
should move along in the parade just as the animal they have chosen would. For
example, if they are rabbits, they should hop like rabbits.
Explain to children that they will tell what animal they are as they parade.
As you pass my desk, stop and tell what animal you are. You must tell me
about yourself, too. Model: I am a squirrel. I have four legs and gray fur. I have
a long tail, too.
Start the parade! As children pass your “reviewing stand,” com-
ment on how well they hop, slide, leap, and so on. Encourage
them to give details about their animal selves. Guide children to use synonyms
for words they might overuse, such as big and little. Clap to show that each ani-
mal has passed review.
Help children settle down by rereading the poem “Animals.” Encourage
them to chime in on words they recall.
LIST
ENLO
OK
Show what ani-mal you were in theparade. Is your animalbigger or smaller thana giraffe? Say anotherword that means thesame as small.
Were you an ani-mal with four legs, two legs, or no legs in our parade? Did you move quickly orslowly in the parade?
What are someways the animals inour parade moved? Isit more fun to watch aparade or to be inone? Why?
Vocabularyanimal, parade, make-believe,real
Materials• ELL Picture-Word Cards
snake, horse, ant, frog,elephant, mouse, bee(See Master ELL 6–3.)
• Masters ELL 2–4, 3–2,4–6, 5–9(See these for more animalpicture cards.)
Beginning/PreproductionSee Master ELL 6–1.
Revisit the poem “Animals.”Pause occasionally to havechildren supply words theyrecall. When you get to theanimal names, show childrenhow to stretch their necks likea giraffe, show how small anant is, use their hands toshow rabbit ears, tuck theirheads down into theirshoulders like a turtle, andwave an arm like an elephanttrunk. Reread the poem. Havechildren repeat each animalname and do each action.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 1
On Parade
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Naming Words for People andAnimalsDisplay The Sleeping Pig. Make a list of the animals in the book (pig, coyote,
mule, rabbit, snake, cricket). Next to each, make a little line drawing to identify
the animal. Tell children that these are all names of animals. Label the list
Animals. Ask children to name other animals to add to the list.
Create another list labeled People. Now we are going to write names of
people. Who are some people in your family? Elicit the words father, mother,
boy, girl. List these words. Draw a stick figure person next to each one. Read the
two lists. Point to each word and ask children to help you read the words.
Group children and have them work together to draw the animals and the peo-
ple on the lists. Each animal or person should be on a separate piece of paper.
Ask children to share their drawings with the group.
Sort the pictures into two groups. Designate one spot, such as a table, for all the
animals, and another for all the people. Ask each child to place his or her picture
in the appropriate spot. Together, look at all the animal pictures, asking children
to help say the animal names. Label each picture. Do the same for the pictures of
people. Display the pictures with the labels Animals and People.
Review Practice Book page 67, or complete it with children if they have not
already done so. Help or have children tell which words are naming words and
show how to connect them to find the watermelons.
Skill ObjectiveChildren identify namingwords for people and animals.
Materials• Anthology selection
The Sleeping Pig• Practice Book page 67
Display children’slabeled pictures. Askeach child in turn topoint to an animal or a person. For each,affirm their choice anduse the naming word:Yes, that is an animal.It is a snake.
List a group of wordsnaming people andanimals (for example,dog, father, cat, girl,cricket, mother.) Readeach word. Ask a dif-ferent child each timeif it is a word for a per-son or for an animal.
Have pairs of childrenlook through TheSleeping Pig to findthe words naming ani-mals. As they findeach one, make agroup list. Ask childrento help read the list.
SKILL FOCUS: GRAMMAR 15–20 MINUTES
THEME 6 WEEK 1 DAY 5 187
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Helping OthersOur stories this week are about more
animal adventures. Sometimes the animals
in the stories help each other. Let’s talk
about helping others.
Display the poem “Help!” on chart
paper. Read the title expressively.
Read the poem, using a deep, anxious voice
for Bear and a light, kind voice for Squirrel.
Hand out the ELL Picture-Word Cards.
What animal needs help? What is stuck in
a hole? What animal helps Bear? Children
respond with a picture card and a sentence,
such as Bear needs help. Squirrel helps Bear.
Read the poem again. Have pairs of
children act out the scene. Help chil-
dren pantomime getting a foot stuck in a hole
and digging with a shovel. Have partners tell about their scene. Which ani-
mal did you play? Did you need help or give help?
Lots of children help out at home, at school, and in
their neighborhoods. Let’s talk about how you help others.
Guide a discussion. What do you do to help out at home? Do you take care
of a brother or sister? Do you help clean the house? How do you help me in
class? Do you feed our class pet? Do you help your neighbors? Draw out chil-
dren who hesitate. Make the point that everyone helps in some way.
MO
VE
LIST
EN
THEME 6: Animal Adventures
Week 2
Vocabularyhelp, helps, home, school,neighborhood
Materials• chart paper• ELL Picture-Word Cards
bear, squirrel, foot(See Master ELL 6–6.)
Tell about andshow a way you helpat home or in school.Name someone in your family you havehelped. Show how you helped.
What did we talkabout today? Wheredo you like to help out, at home or atschool? How do youhelp there?
What are somethings you do to helpout at home? Why is itgood to help at home?Do you help someonein your neighborhood?Tell how you do that.
Grade 1 Theme 6: Animal Adventures Language Development ELL 6–4
Help!
Master ELL 6–4 Theme 6/Week 2
“Help!” yelled Bear.
“Is anybody there?
My foot is stuck in a hole!”
Squirrel was going by
And heard Bear’s cry.
She said, “I will dig and dig and dig,
Until that hole is very big.”
Soon Bear’s foot was out,
And he gave a happy shout.
Yippee!
Name
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Master ELL 6–4
Get Set for ReadingCD-ROMEEK! There’s a Mouse in theHouse
Education Placewww.eduplace.comEEK! There’s a Mouse in theHouse
Audio CDEEK! There’s a Mouse in theHouseAudio CD for AnimalAdventures
LANGUAGE DEVELOPMENT 15–20 MINUTES
Talk About It
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Tiger and AnansiTeacher Read Aloud, Teacher’s Edition pages T112–T113
Display page T113. Name the animals you see. The spider in this story is
called Anansi. There are many stories about Anansi and the tricks he plays on
other animals. In this story, Anansi plays a trick on Tiger and on Snake.
Read the first three paragraphs to children. How do you think Anansi will
try to catch Snake? Tell children that when they listen to the story later, they
should listen for details to find out what the characters might do.
Blending Long e Words (CV, CVCe)Write the letter e on the board. Name this letter. The sound of long e
sounds like the letter name. Display these words: we, Pete. Read each word aloud
and chorally. Each of these words has the sound /e/. Point to the word we.
What letter stands for /e/? Write me, he, she beneath we. Model blending
the sounds in each word. Have children point out the letter that stands for /e/.
Cover the final e in Pete. Help children read pet. Uncover the final e. Now
the word is Pete. Pete starts with the consonant p, then the vowel e, then the
consonant t, and then the vowel e. The first e stands for the sound of long e.
The last e is silent.
Preview Practice Book pages 72 and 73. On page 72, help children blend the
sounds to read each word. For page 73, read aloud the story as children listen for
the long e sound.
Skill ObjectiveChildren match the long esound with the letter e andthe pattern CVCe.
Academic Language• long vowel
Materials• Practice Book pages 72,
73• index cards with the words
me, he, she, we (several ofeach word)
LITERATURE FOCUS 10–15 MINUTES
SKILL FOCUS: PHONICS 10–20 MINUTES
Hand out the me indexcards. Read a list ofwords with long andshort e sounds.Hold up your me cardwhen you hear thelong e sound.
Hand out the cardsshe, he, we, me.Write sentence framesfor children to com-plete. Have childrencome up, say theirword, and read thesentence together.
Have pairs of childrenlook through theAnthology and make alist of words that havethe long e sound andthe CVCe pattern. Theycan share their listswith the group.
THEME 6 WEEK 2 DAY 1 189
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How We CommunicateRead these sentences from Tiger and Anansi: When Tiger whispered, even the
trees listened. When Tiger yelled, the trees shook with fear. Whispered and
yelled are two different ways we can say something to others. A whisper is
quiet. A yell is loud. Let’s talk about how we say things to others.
Call on a child to whisper Help. Call on another child to yell Help!
Which way of saying Help! would help you find someone? Talk about
times when you yell or whisper. Show the ELL Picture Card of an exclamation
mark. Explain that this mark shows that someone is probably speaking loudly and
trying to get someone’s attention.
Sometimes when I am very tired or things are not going right, I sigh.
Demonstrate an exaggerated sigh. A sigh lets people around me know how I
feel. Let me hear you sigh. Work similarly to introduce shout and scream: When I
don’t want someone to do something I shout, “NO!” When I see a scary movie,
I scream.
What is it that you do when you want to know something? Right.
You ask. Invite children to ask you some questions. Help them with their
inflection as needed. Show them the ELL Picture Card of a question mark.
Explain that this mark shows that someone is asking a question.
Hand out the ELL Picture Cards. Say several sentences or ques-
tions. Have children identify each sentence as an exclamation or a
question by holding up the appropriate card. Have children take turns saying sen-
tences as well.
SPEA
K
LIST
EN
Vocabularywhisper, yell, quiet, loud,exclamation mark, questionmark
Materials• ELL Picture-Word Cards
exclamation mark, question mark(See Master ELL 6–6.)
THEME 6: Animal Adventures WEEK 2
Beginning/PreproductionSee Master ELL 6–4.
Is a whisper quietor loud? Is a shoutquiet or loud? Ask afriend a question.
What is a whis-per? Whisper some-thing to someone else. What do you dowhen you want toknow something?
Why should Iwhisper if I tell you asecret? Name a placewhere it is importantnot to yell.
Display “Help!” Read it aloudonce. Then read the poemagain. Invite children to chimein on Help! and Yippee!Reread the first line,emphasizing the word yelledand the next to last line,emphasizing the word shout.Ask: When you yell and shout,are you saying something in aquiet way or a loud way?Invite children to shoutYippee! Then have themwhisper Yippee! Ask whethera shout or a whisper getsmore happy feelings across.
LANGUAGE DEVELOPMENT 15–20 MINUTES
Say It
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Get Set to ReadAnimals in the House, Anthology pages 162–163
Read the title, paragraph, and Words to Know with children. Find and read
the words that name animals. What other animal do you think might be in
the story? Then read the Practice Sentences with children.
EEK! There’s a Mouse in the HousePages 165–166: Read the title aloud. Have children find the mouse. What
animal does the girl send in? Point out that the cat has knocked over a lamp.
Read both pages aloud.
Pages 167–177: Continue identifying each animal and what happens when it
enters the house.
Pages 178–182: What animal goes in last? Why do the other animals
leave? How does the elephant feel? Why is this a funny ending?
High-Frequency Wordscow, horse, now, wall
Display Pete and Peach, and lead children on a picture walk. Read aloud page
21. What animal is Pete? What animal is Peach?
Write the words horse and cow on the board. Lead children a clap-and-spell of
each word: h-o-r-s-e, horse! c-o-w, cow! Display page 22. What is Pete doing?
Elicit that he is leaping over a wall. Write wall and clap and spell it with chil-
dren. What is Peach doing? Display page 24. What is Peach doing
now? Write now on the board. Let’s clap and spell now. N-o-w, now! Find
the word on the board that rhymes with now. Then have children match the
cards from Materials with the words on the board.
Preview pages 76 and 77 in the Practice Book with children. Have them clap
and spell the words cow, horse, now, and wall. After each word, have them find
that word on the Practice Book pages. Does a cow belong in a house or
in a barn? What about a horse? Explain that when they learn all the new
words, they will complete these pages.
Skill ObjectiveChildren learn to recognizethe words cow, horse, now,and wall.
Materials• Phonics Library selection
Pete and Peach• index cards with the words
cow, horse, now, wall (twosets)
• Practice Book pages 76,77
LITERATURE FOCUS 10–20 MINUTES
SKILL FOCUS 10–15 MINUTES
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ComparingThe story EEK! There’s a Mouse in the House tells about how a little mouse
starts a lot of trouble in a house. Let’s think and talk about the size of a
mouse and some other animals.
What is another word for little? Right. A word that means the
same as little is small. A mouse is small. A mouse is smaller than a cat.
A cat is smaller than a dog. And a dog is smaller than a horse. As you name
each animal, display the ELL Picture Cards that match those animals. Add quick
sketches of any animals that do not appear on the cards. Then repeat the sen-
tences with children as you point to each picture.
Continue with the word big and its comparative forms. An elephant is big.
An elephant is bigger than a cow. What is a cow bigger than? Yes. A cow is big-
ger than a goat. Have children repeat each comparative sentence while pointing
to each picture. Continue in a similar way with other adjectives, such as tall, fast,
short, slow.
Hand out a few ELL Picture Cards to each child. Have partners
each hold up one of their cards and say a comparative sen-
tence about them. Model: You have an elephant. I have a duck. An elephant is
bigger than a duck. Observe partners and help as necessary.
SPEA
K
Hold up pairs of ELLPicture Cards. Which animal is faster,a ___ or a ___? Whichanimal is taller, a ___or a ___? Have chil-dren point to theiranswers and say theanimal name.
What animal istaller than a duck?Complete this sen-tence: A cat is smallerthan a ___. Tell abouta mouse and a giraffe,using the word taller.
Have children draw abug, a mouse, and adog in size order. Havethem use the wordsbigger and smaller totell about the animalsin the picture.
Vocabularycomparative adjectives using –er
Materials• ELL Picture-Word Cards
cow, goat, bear, squirrel;snake, horse, ant, frog,elephant, mouse, bee; fox, rabbit, duck(See Masters ELL 6–6,6–3, 5–9.)
• ELL Picture Cardsadditional animals for comparison(See Masters ELL 2–4,3–2, 4–6.)
Beginning/PreproductionSee Master ELL 6–4.
Display the poem “Help!”Read it aloud. Encouragechildren to chime in on theend of line rhyming words asmuch as they are able.Reread the poem, substitutinghead for foot in the third line.Then invite children to nameother body parts to substituteon additional readings. Oneach successive reading,have children chime in on thesubstituted word.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 2
Compare Them
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Skill ObjectiveChildren learn to recognizethe words table, door, there,through.
Materials• Phonics Library selection
Gram’s Huge Meal• Practice Book pages 76,
77• index cards with the
words table, there, horse,through, wall (several sets)
High-Frequency Wordstable, door, there, through
Lead a picture walk through Gram’s Huge Meal. Identify Gram on page 25.
Explain that she has just made a big meal. Gram put all that good food on
the table. Display pages 26 and 27. Oh, no! Someone’s at the door. Who’s
there? Are they going to come through the door? Pause to have children answer
each question.
Write the words table, door, there and through on the board. Ask children to fol-
low simple directions using the new words. Use sentences such as Daniel, please
close the door. Put the book over there on the table. Look through the window.
After each child follows a direction, point to the new word and say the word
chorally.
Distribute the index cards table, door, there, and through. Say sentences using
one of the words, such as I put the plate on the table. Someone is at the door.
The girl walks through the hall. My backpack is over there. When you
hear your word, hold up your card. Spell and say the word.
Review the week’s high-frequency words using Practice Book pages 76 and 77.
Use children’s completed pages or help them complete each page as necessary.
Help them sort the words on page 76 as described in the directions and to read
the completed sentences on page 77.
Distribute the wordindex cards andPractice Book page77. Look at thepictures. Listen as Iread. Say the missingword. Hold up the card that matches that word.
Give each child a setof the word indexcards. Have partnersplay “Concentration,”turning over cards,matching them, andreading each word.
Give the word indexcards to groups of fourchildren. Encouragethem to make up sen-tences using the newwords. Have them say their sentences for the class.
SKILL FOCUS 15–20 MINUTES
Phonics LibraryAnimal AdventuresEach selection offers childrenopportunities to practice andapply phonics skills and high-frequency word knowledgeduring the week.
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Indoors or Outdoors?Read page 176 of EEK! There’s a Mouse in the House: Heavens! The horse
kicked a hole in the wall. Send in the elephant to get rid of them ALL! The
mouse is in the house. The horse is in the house. If you are in the house, are
you indoors or outdoors? If you are out of the house, are you indoors or out-
doors? Let’s talk about things we do indoors and things we do outdoors.
Where do you ride your bike, indoors or outdoors? Of course, you
ride your bike outdoors. What are some other things you do outdoors?
As needed, offer additional prompts to get children talking: Do you play baseball
indoors or outdoors? Do you have a picnic indoors or outdoors? Encourage
children to say why the activities they suggest are better done outdoors.
Repeat the activity, talking now about indoor activities. Guide children to under-
stand that activities such as doing homework, sleeping, or getting ready for
school are usually indoor activities.
Have children play a quick game of “Indoors or Outdoors.” Assign
partners. Have one child call out Indoors or Outdoors and hold
up the corresponding ELL Picture-Word Card. His or her partner must name an
activity that typically takes place there. Observe children as they play. Offer help
as needed.
SPEA
K
Vocabularyindoors, outdoors, house, in, out
Materials• Anthology• ELL Picture-Word Cards
indoors, outdoors(See Master ELL 6–6.)
Beginning/PreproductionSee Master ELL 6–4.
Revisit the poem “Help!”Read it aloud once or twice.Have children echo each line.Say: Bear yelled. He yelled forhelp. Emphasize the pronounHe in the second sentence.Say: Squirrel helped. Shehelped. Emphasize thepronoun She. Then substituteboys’ and girls’ names in thefirst sentences. Model how toappropriately substitute He orShe in the second sentences.Then ask children to supplythe correct pronouns.
Show somethingyou do indoors. Showsomething you like todo outdoors. Wouldyou read a bookindoors, outdoors, or both?
Do you play onthe swings indoors oroutdoors? What do you like to do indoorson a rainy day?
What are somethings you cannot doindoors? What aresome things you cando both indoors andoutdoors? Do you liketo play indoors or out-doors? Why?
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 2
In or Out?
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EEK! There’s a Mouse in the HouseRead aloud the Selection Summary for EEK! There’s a Mouse in the House
(Master ELL 6–5). Ask children to retell the story. Then ask:
1. Why does the girl send in the cat? (She wants to scare the mouse out.)
2. Choose two animals. Tell what happens when each one goes in the house.
3. What problem does the girl have at the end of the story? How would you
help her solve it? (elephant AND mouse in house; answers will vary)
Blending Long e Words/Vowel Pairs ee, eaRemind children that ee stands for the long e sound. Play a quick game of hide-
and-seek with children, telling them not to peek. Then write eek, peek, and seek
on the board. Ask a child to model blending the sounds to make each word.
Read Seal Beach as children follow along. Raise your hand each time you
come to a word with ea and the long e sound. Write each word: meal, leaned,
eat, beans, peas, feast, real, treat. Then review Practice Book page 81.
Skill ObjectiveChildren match the long esound with the vowel pairsea, ee.
Materials• individual copies of all
three Phonics Library selections
• index cards• Practice Book page 81
SKILL FOCUS: PHONICS 10–15 MINUTES
LITERATURE FOCUS 10–20 MINUTES
Language Transfer SupportSpanish-speaking children whohave reading skills in theirprimary language may havesome difficulty with Englishvowel pairs. There are no silentvowels in Spanish, and vowelpairs usually stand for adiphthong in which each vowel stands for a distinctsound. Children maypronounce each vowel in avowel pair separately. Provideextra practice with theseEnglish vowel pairs.
Say and write theselong e words: seat,see, we, peek, seal,meal, he, feel, she,steep, lead, feed.Have children point tothe letters that standfor long e.
Write the wordsfrom Beginning/Preproduction on indexcards. Have partnersread the words andsort them into groupsbased on the spellingof the long e sound.
Have pairs of childrenread the PhonicsLibrary selections.Have them list long ewords with the vowelpairs ee and ea. Theycan share their listswith the group.
THEME 6 WEEK 2 DAY 4 195
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Pulling It All TogetherThis week we have read two stories about make-believe animals: Tiger
and Anansi and EEK! There’s a Mouse in the House. At the very beginning of the
week, I read a poem to you. It was about some make-believe animals, too.
I will read that poem again.
Display the poem “Help!” Read the poem expressively, switching voices
for the two characters. This poem tells a story. It tells how one
animal helped another. Now you are going to have a chance to tell a story.
Explain to children that they will work with partners to make up
a story about how an animal helped them in some way. Tell them
that they must think about why they need help and what the animal does to
help them. Say that they will begin their story with the words Once upon a
time. Distribute ELL Picture-Word Cards to help children think of animals to
include in their stories.
Model a short story for children: Once upon a time, I was in the woods. I lost
my favorite ring. I shouted, “Can someone help me find my ring?” A big bird
said he would help. He flew back and forth and looked for my ring. He saw it
in the grass. I got my ring back!
Interact with children as they create their stories. Help them refine the
story problem and solution. Establish a setting—indoors or outdoors.
Remind children to say how they communicated with the animal helper (whis-
pered, shouted). Have each pair share their story with the group, either in pan-
tomime, in words, or in a combination of the two.
SPEA
K
LIST
EN
Show how youneeded help in yourstory. Name the ani-mal that helped you.
What kind of ani-mal was in your story?Why did you need helpin your story?
Why did youchoose a (animalname) to help you?Did you enjoy makingup a story? Why? Why not?
Vocabularyreview of the week
Materials• Master ELL 6–4• ELL Picture-Word Cards
(See Masters ELL 6–3 and 6–6.)
Beginning/PreproductionSee Master ELL 6–4.
Share the poem “Help!” onelast time. Encourage childrento chime in. Then havechildren stand as you rereadthe poem. Have thempantomime having their footstuck in a hole. Have themalso pretend to dig and dig tomake the hole big enough tofree Bear. At the end of thepoem give an enthusiasticYippee! and dance around for joy. Ask children to tellabout ways they helped others this week.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 2
Story Time
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Naming Words for Things andPlacesDisplay EEK! There’s a Mouse in the House. What happens in this book?
Look through the book with children. Pause to ask questions about the places
and things in the pictures. What room is this? What did the cat knock
over? What did the dog break? Where did the hen lay her eggs? As children
answer, write the main naming words on the board.
Explain that the words on the board are all naming words. Some words
name a thing. Some words name a place. Read each word on the list, first
aloud, then chorally. Have children look in the story for the picture that goes
with the word. After children have found a picture of the naming word, discuss
whether the word names a place or a thing.
Review naming words using Practice Book page 83. Listen as I read these
sentences. When you hear a naming word, raise your hand. Say the word. Then
help children use each naming word—vase, house, sled—in a sentence. Write
their sentences on the board.
Skill ObjectiveChildren identify namingwords for things and places.
Academic Language• naming word
Materials• Anthology selection
EEK! There’s a Mouse in the House
• Practice Book page 83• index cards
Distribute pairs ofindex cards sayingThing and Place. Reada list of naming words.Have children hold upthe appropriate card.Use words such asclass, school, book,pencil, house, room,doll, block, table.
Write these sentences,leaving blanks for thenaming words: The ___was in the ___. Thecat jumped up on the___. Eek! There’s amouse in the ___.Read the sentences.Ask children to com-plete them. Ask if theword names a place ora thing.
Draw a T-chart on theboard with the head-ings “Places” and“Things.” Have part-ners brainstorm a listof different places inthe school and thethings that might befound there. Help chil-dren with spelling, asneeded, and encour-age them to use a dic-tionary for help.
SKILL FOCUS: GRAMMAR 15–20 MINUTES
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PlantsOne of our stories this week is about
special places called rainforests. Let’s share a
poem that tells a little about rainforests.
Display the poem “The Rainforest” on
chart paper. Read through the poem
twice. You can find lots of trees in a
rainforest. What else that grows can you find
there? Yes. There are lots of plants in a rain-
forest, too.
Tell children they will talk with you about
plants and how they grow. Have available an
inexpensive plant or two for children to look
at as you talk. Invite children to name parts of
plants they know about (leaves, flowers).
Most plants have the same parts. They
have roots, stems, and leaves.
Loosen the plant to show the roots. Point out the other parts while nam-
ing them. Allow time for children to look closely at the plants. Hand out
the ELL Picture-Word Cards. Have children match the cards with the parts of the
plant they are examining.
Have children draw pictures of plants. When the pictures are
complete, have children name the different parts of the plants.
Label the parts for each child. Discuss what parts are at the top of the plant and
which parts are at the bottom.
LO
OK
LIST
EN
THEME 6: Animal Adventures
Week 3
Vocabularyrainforest, trees, plants,roots, stem, leaf
Materials• chart paper• inexpensive plants• ELL Picture-Word Cards
roots, stem, leaf, leaves,flower, top, bottom(See Master ELL 6–9.)
Show the roots ofthe plant. Tell aboutthe plant you drew.Show its differentparts.
Point to the leaves ona plant. What arethese called? Are theroots at the top of a plant or at the bottom?
Show a plant. What are some partsof this plant? Why areplants important?
Grade 1 Theme 6: Animal Adventures Language Development ELL 6–7
The Rainforest
Master ELL 6–7 Theme 6/Week 3
Rain, rain, don’t go away!
We need you here every day,
Here in the rainforest.
Here in the rainforest,
Trees and plants work together
Along with the weather
To keep our air fresh and clean.
Name
Cop
yrig
ht ©
Hou
ghto
n M
ifflin
Com
pany
. All
right
s re
serv
ed.
Master ELL 6–7
Get Set for ReadingCD-ROMRed-Eyed Tree Frog
Education Placewww.eduplace.comRed-Eyed Tree Frog
Audio CDRed-Eyed Tree FrogAudio CD for AnimalAdventures
LANGUAGE DEVELOPMENT 15–20 MINUTES
Plant Parts
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Life in a RainforestTeacher Read Aloud, Teacher’s Edition pages T182–T183
Display page T183. This is a picture of a rainforest. Look at the water and
the fog. These tell you that a rainforest is a wet place. Why do you think it is
called a rainforest? What kinds of plants do you see? Animals live in the rain-
forest too. Read aloud the first paragraph of the selection. Have children predict
what they will learn from the selection. Think about what kinds of ani-
mals might live in the rainforest. What would animals eat in the rainforest?
Vowel Pairs ai, ayDisplay Rain Day and take children on a picture walk. Write and read the title.
Tell what sound you hear in both words. (long a) Underline ai in Rain and
ay in Day. The ai in Rain and the ay in Day both stand for /a/. We call that
sound long a.
Write ay on the board. Distribute cards with the consonants b, d, g, h, j, l, m, p,
s, and w. Model blending the sounds for a word: /b/ /a/, bay. Challenge children
to place their consonants in front of ay and to blend the sounds to make a word.
Preview the Practice Book, pages 86 and 87. Name each picture with
children. Then read the story on Practice Book page 93 aloud. Listen
carefully. Raise your hand when you hear the long a sound. Then have
children read the story.
Skill ObjectiveChildren read words with thevowel pair ay.
Academic Language• vowel pair
Materials• Phonics Library selection
Rain Day• Practice Book pages 86,
87, 93• index cards
Language Transfer SupportAlthough the English phoneme/a/ is similar to the sound ofthe Spanish vowel e, theEnglish long a is a longer,more drawn-out sound.Encourage children whoseprimary language is Spanish topronounce the sound of long acarefully as they read theirPhonics Library selections.
LITERATURE FOCUS 10–15 MINUTES
SKILL FOCUS: PHONICS 10–20 MINUTES
Read this list: may,make, book, red, wail,day, stop, lake, mail,rug, fun, big.Raise your hand if youhear the long a sound.
Write and recite: Canyou stay, stay, stay,/With me today, day,day?/I want to say,say, say,/Come andplay, play, play! Askindividuals to lead asyou point to each word.
Challenge pairs to listlong a words with ay.Encourage them tolook through thePhonics Library andthe Anthology selec-tions for more words.
THEME 6 WEEK 3 DAY 1 199
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Quantity (Hundred)Read this sentence from Life in the Rainforest: Hundreds of plants can live in a
patch of rainforest shorter than a school bus! Tell children that today they will
see what a hundred of something looks like.
Is a hundred a big number or a small number? Have available a
hundred pennies or other small items for counting. Use a large table sur-
face so children can gather around and watch as you count. Count out a set of
ten pennies. One hundred is ten sets like this one. Watch as I count out
sets of ten pennies. Children may like counting from one to ten each time along
with you.
Count out the pennies, leaving space between each set of ten. Then ask
again: Is a hundred a big number or a small number of something?
Hand out the ELL Picture-Word Cards. Have children match the numerals 100 and
10 to sets of pennies. Then have children imagine that the pennies are plants in
the rainforest. Talk with children briefly about how hard it would be to walk
around in a place with so many plants.
Show children how to write the numeral 100. Ask them to say
what they would like to have one hundred of. Coach children to
use this sentence frame: I’d like to have one hundred ___ because ___.
SPEA
K
LOOK
Vocabularyrainforest, one hundred, numbers, big, small
Materials• large table surface• a hundred pennies or other
small items• ELL Picture-Word Cards
one hundred, ten(See Master ELL 6–9.)
THEME 6: Animal Adventures WEEK 3
Beginning/PreproductionSee Master ELL 6–7.
How many pen-nies did we count out? Is one hundred a big number or asmall number?
Write the numeral100. Write the numer-al 10. Tell which num-ber is bigger. Do youthink 200 is a biggeror smaller numberthan 100?
Which is a biggernumber, five or onehundred? What wouldyou not want to haveone hundred of?
Display “The Rainforest.”Read it aloud once. Havechildren repeat each line afteryou. Then read the secondverse again. Say: I know thattrees and plants need waterto live. What does the rainhelp the trees and plants todo in a rainforest? Yes. Therain helps the trees andplants to grow. Explain that aforest is a place with many,many trees and plants. Saythat there are so many treesand plants in a rainforest thatit is hard to walk around in it.
LANGUAGE DEVELOPMENT 15–20 MINUTES
Write It
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Get Set to ReadA Visit to the Rain Forest, Anthology pages 190–191
What animal do you see? What are the girl and her mom doing? Read
the title with me. Where do you think the frog, the girl, and her mom all are?
Read the paragraph aloud. Read the Words to Know with children. Have partners
match some of the words in the list with the words in the Practice Sentences.
Read the sentences together.
Red-Eyed Tree FrogPages 193–196: Read the pages aloud. Have children identify each animal. Ask
them to predict what they think the frog will eat.
Pages 197–201: Name each animal with children. Does the frog eat the
___? each time.
Pages 202–207: The snake is hungry. Look out, frog! How does the frog
get away? Show the word that tells you this.
Pages 208–214: Where does the frog land? What does it eat? What does
the frog do after it eats?
High-Frequency Wordsforest, hungry, evening, near
Lead a picture walk through Cub’s Long Day. Where do this bear cub and
his mother live? Tell children that a forest is a place with many trees. Display
page 35. The bear cub is hungry. What is he eating? What is his mother
doing? Display page 36. Tell about the picture. Is it daytime, or is it
evening? Why do you think the cub stays near his mother? Write forest,
hungry, evening, near. Lead children on a clap-and-spell of the words.
Act out the story with children. Have pairs of children role-play the story, one
playing the cub and the other the mother. Narrate for them, using these sen-
tences: The cub and his mother live in the forest. The cub is hungry. He finds
something to eat. In the evening, he walks home. He stays near his mother. For
the last line, ask the child playing the mother to say: Stay near me, bear cub.
Have the children stand close to each other to demonstrate near. Then have
children match the word cards from Materials, first with the words on the board,
then with the words in the sentences as you read the sentences aloud.
Skill ObjectiveChildren read new high-frequency words forest, hungry, evening, near.
Materials• Phonics Library selection
Cub’s Long Day• index cards with words
forest, hungry, evening,near
LITERATURE FOCUS 10–20 MINUTES
SKILL FOCUS 10–15 MINUTES
THEME 6 WEEK 3 DAY 2 201
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DistanceWe have been learning about the rainforest. And we will read about a
small animal that lives in the rainforest. Let’s look at the picture of a rainfor-
est again. Show the picture on Teacher’s Edition page T183. Remind children
that they learned the word near yesterday and that they know it means “close
by.” Is the rainforest near where you live or far away?
Have children express their ideas about where the rainforest is relative to
them. Help them think about near and far in relation to their town, their
state, and their country. Then return to the community and neighborhood level.
Is the shopping center near or far from our school? Is the school near or
far from your home?
Bring the concepts of near and far down to the classroom level.
Have children move around the room, following your directions.
Tina, stand near my desk. John, go far away from the chalkboard. Have
children watching confirm that each action is followed correctly.
Encourage individual children to take the role of direction giver. As
children move about the room, have them tell each other which people
and objects they are near or far away from in the classroom.
MO
VE
SPEA
K
Show somethingthat is near your desk.Name someone whosits far away from youin class. Say ___ sitsfar away from me.
Name somethingthat is near your desk.What is near the doorto our classroom?
Is your homenear or far from ourschool? What aresome places you gothat are too far awayto walk to?
Vocabularynear, far, far away
Beginning/PreproductionSee Master ELL 6–7.
Display the poem “TheRainforest.” Read it aloudtwice or more. Encouragechildren to chime in on wordsthey recall. Say: Rain is onekind of weather. What otherkinds of weather are there?Offer prompts as needed:What kind of weather is itwhen the sun is not shining,but it is not raining? End byasking children to tell theirfavorite kind of weather andwhy they like it.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 3
Near or Far
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High-Frequency Wordsbeen, far, goes, soon
Display Jay’s Trip and lead children on a picture walk. Point out the snail on
page 37. This is a story about a snail who takes a long trip. Show each
picture. Where is the snail going? Who has picked him up? Where is the
girl putting the snail at the end of the story?
Explain to children that they are going to learn four new words. Write these
sentences about Jay’s Trip on the board:
Jay is a snail. One day he takes a nap on a leaf.
He sails to a beach far from his home. A girl picks Jay up.
When she goes home, she puts Jay in her garden.
Soon Jay is right at home. What a trip it’s been for Jay!
Underline the high-frequency words been, far, goes, and soon. Lead children on a
spell-and-clap of each word.
Distribute the index cards with the four new words. Erase each of these words
from the sentences on the board. Read each sentence. Who has the missing
word? Bring the card to the board. Place the card where it belongs.
Review the Practice Book, pages 88 and 89. If children have completed the
pages, have them share their pages with a partner. Help children complete the
pages if necessary. For page 89, you might say a word and have children name its
opposite. Be sure children share any sentences they have written.
Skill ObjectiveChildren learn to recognizethe words been, far, goes,soon.
Materials• index cards with the words
been, far, goes, soon• Phonics Library selections
Cub’s Long Day andJay’s Trip
• Anthology selection Red-Eyed Tree Frog
• Practice Book pages 88,89
Have partners play“Concentration.”Partners mix and placetwo sets of the wordindex cards facedown.They take turns turningover and reading twocards. If the cardsmatch, the child keepsthe cards.
Say far. Have childrenclap and spell theword with you. Askthem to point to far onthe board and read it.Repeat for been, goes,and soon.
Pair children. Make alist on the board of alleight high-frequencywords for the week.Ask each pair to lookthrough Cub’s LongDay, Jay’s Trip, andRed-Eyed Tree Frog tofind the eight words.
SKILL FOCUS 15–20 MINUTES
Phonics LibraryAnimal AdventuresEach selection offers childrenopportunities to practice andapply phonics skills and high-frequency word knowledgeduring the week.
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Sequence WordsRead these sentences from Red-Eyed Tree Frog: A moth! Crunch, crunch,
crunch! The tree frog is no longer hungry. It climbs onto a leaf. What does
the tree frog do after it eats the moth? Emphasize the word after. Let’s talk
about the words before and after.
Hand out the ELL Picture-Word Cards. Which number comes before twenty,
ten or one hundred? Have children hold up the appropriate card. Do ten
and one hundred come before or after five? Then help children order the cards
related to how plants grow. Do the roots grow before or after the stem?
Does the flower usually grow before or after the leaf?
Help children realize that they use the words before and after many
times during the day. Say that these words help people know when
something happened. Do you brush your teeth before or after you wake
up? Do you put on your socks before or after you put on your shoes? Coach
children to respond in complete sentences: I brush my teeth after I wake up.
Encourage children to talk about things they do after school, things they do
before going to bed, and so on.
After children have had an opportunity to talk as group, assign
partners to work together. Tell them to ask each other questions
that include the words before and after. Observe partners and help them frame
responses that are complete sentences.
SPEA
K
Vocabularybefore, after
Materials• Anthology• ELL Picture-Word Cards
roots, stem, leaf, flower,10, 100(See Master ELL 6–9.)
Beginning/PreproductionSee Master ELL 6–7.
Reread the poem “TheRainforest.” Have childrenecho each line. Call attentionto the fact that the wordsaway and day sound alike, orrhyme. Ask children if theword play rhymes with awayand day. Have children repeatthe words and listen carefully.Give children other rhymingand non-rhyming words todiscriminate between. Thenmake a list of the words theyheard that rhyme with awayand day. Read through theentire list as children listen. Show some
things you do beforeyou come to school.Do you eat breakfastbefore or after you eat lunch?
Do you put onpajamas before orafter you get into bed? Which would you do before youleave the house, sayhello or say good-byeto your mom?
What are somethings you do beforegoing to school? Whatdo you do after youeat dinner?
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 3
Ask When
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Red-Eyed Tree FrogRead aloud the Selection Summary for Red-Eyed Tree Frog (Master ELL 6–8).
Have partners retell the story as you display the Anthology. Remind them to tell
about each animal the frog sees, the animal it doesn’t see right away, and the ani-
mal it finally eats. Then ask a few questions.
1. When does the red-eyed tree frog sleep? (during the day) When does it wake
up? (in the evening) How does it feel when it wakes up? (hungry)
2. How does the boa snake feel when it sees the frog? (hungry) How does the
frog get away? (It jumps.)
3. What does this story teach about red-eyed tree frogs? What do you like best
about the rainforest? What other questions do you have about the rainforest?
Vowel Pairs ai, ayRemind children that different letters can stand for the sound of long a. Read
Cub’s Long Day. Pause after each page. Name the words with the long a
sound on this page. Point to the words. Do the words have ay or ai in them?
Show the letters that stand for long a.
Review the long a sound using Practice Book pages 86 and 87. If children have
completed the pages, have them share their work with a partner. Complete the
pages with children if necessary.
Skill ObjectiveChildren read words with thevowel pairs ai and ay.
Academic Language• vowel pair
Materials• Phonics Library selections
Cub’s Long Day andRain Day
• Practice Book pages 86,87
• index cards with ai and aywords such as sail, may,pail, play, stay, nail, wait,today, trail, stain (twoidentical sets)
SKILL FOCUS: PHONICS 10–15 MINUTES
LITERATURE FOCUS 10–20 MINUTES
Distribute one set ofthe ay and ai wordcards. Hold up andread one card. Who has the word___? Stand and holdup your card. Read theword as a group.Repeat for each word.
Form two groups. Giveeach group one set ofay and ai words.Groups take turnsholding up a card, saying the word, and asking the othergroup to find theirmatching card.
Challenge pairs of chil-dren to make a list oflong a words with thevowel pair ai. Havethem look through theweek’s Phonics Libraryand Anthology selec-tions for words.
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Pulling It All TogetherThis week we have read about special places called rainforests. You
started the week by listening to a poem. Listen as I read the poem again.
Display the poem “The Rainforest” again. Read it through once or
twice to reacquaint children with it. How do plants and trees
help people? Why is clean air important? How does clean air help people,
animals, and plants?
Show children the picture for Life in the Rainforest (Teacher’s Edition
page T183) and the Anthology selection Red-Eyed Tree Frog. Use these,
the poem, and the ELL Picture-Word Cards to help children tell some things
they learned about the rainforest during the week. Remind them of the
information they learned in the selections. Have them use before and after
to talk about how plants grow. Make sure each child has an opportunity to talk
about their experiences.
Ask children to draw a picture that tells about the rainforest.
Children may enjoy collaborating with partners as they draw.
Encourage children to tell about their pictures. Help them label their drawings
and compile them into a classroom book.
LO
OK
LIST
EN
Show somethings that grow or live in a rainforest. Tell about the pictureyou drew.
What grows in arainforest? What isone rainforest animalyou read about?
Why is it hard tomove around in a rain-forest? Why are rain-forests important?
Vocabularyreview of the week
Materials• Master ELL 6–7• Teacher’s Edition page
T183• Anthology selection
Red-Eyed Tree Frog• ELL Picture-Word Cards
roots, stem, leaf, leaves,flower(See Master ELL 6–9.)
Beginning/PreproductionSee Master ELL 6–7.
Share the poem “TheRainforest” one last time.Read it through a couple oftimes. Emphasize the lastline. Ask: What do the plantsand trees keep fresh andclean for us? Is it importantto have clean air to breathe?Why? Offer prompts, such as Does clean air keep peoplehealthy? Does dirty air make people sick? Endby making the point that the words clean/dirty andhealthy/sick are words thatmean the opposite.
LANGUAGE DEVELOPMENT 15–20 MINUTES
THEME 6: Animal Adventures WEEK 3
Draw It
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Naming Words for One or MoreDisplay the cover of Rain Day. Is there more than one duck in the water?
How many ducks are there? (five) Show page 30. Is there more than one
frog in the water? How many frogs are there? (four) Make two columns on
chart paper. Write each word (duck, ducks, frog, frogs) in the correct column.
Distribute the ELL Picture-Word Cards of single things. Have children take turns
coming to the front of the class, holding up a card, and saying what the picture
is. What is more than one ___? Write the singular and plural words on the
chart after each child presents his or her word. Sometimes we add -s to the
word to make it mean more than one: ant, ants. Sometimes we add -es to the
word to make it mean more than one: fox, foxes.
Read the words from the chart one at a time, in random order. Stand up
when you hear a word that means more than one. Sit down when you hear a
word that means only one.
Review the concept using Practice Book page 95. Ask children to find and read
words on the page that mean more than one. Then have children cut out pictures
showing “one” and “more than one” for the group mural (see below).
Skill ObjectiveChildren identify words for“one” or “more than one.”
Academic Language• singular• plural
Materials• ELL Picture-Word Cards
snake, horse, ant, frog,elephant, bee; bear, cow,goat; flower(See Theme 6 Masters.)
• ELL Picture-Word Cardscar; table, chair, bed, desk,lamp; fox, rabbit, duck,kite, string(See Theme 5 Masters.)
• Practice Book page 95• Phonics Library selection
Rain Day• magazines, posterboard,
scissors, glue, crayons
SKILL FOCUS: GRAMMAR 15–20 MINUTES
One More Than One
duck ducks
frog frogs
Read the chart oranother list of singularand plural words. Listen carefully. Raiseone hand if the wordnames one thing.Raise two hands if theword names more thanone thing.
Hold up an object,name it, and write the word. Call on achild to say the pluralname and write s ores at the end of theword. Say the pluralchorally. Repeat withother objects.
Draw a line down themiddle of a large pieceof posterboard. Labelthe halves “One” and“More Than One.”Have children pasteand label appropriatepictures on each side.
Language Transfer SupportChildren whose primarylanguage is Chinese may havedifficulty understanding Englishplural forms of nouns. Havechildren practice using theEnglish plural forms insentences, particularly inconjunction with numberwords, for example, Chen hastwo new shirts. Angel readslots of good books.
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